The LAMA JUNE 2019 VOLUME 31 ISSUE 2
14 Planning the Next Step in Your Career 21 A Checklist for Facilitating Training Transfer in Organizations www.lama-online.org
28 Developing a Collaborative Agenda 39 Lean Principles Transform Design & Operations of Animal Research Facility
www.lama-online.org 2019-2020 Executive Committee Officers
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PRESIDENT Chris Southern Houston TX
VICE PRESIDENT
Hello LAMA Members
PAST PRESIDENT Jennifer Volkmann Houston TX
SECRETARY/TREASURER Howard Mosher Killingworth CT
DIRECTORS AT LARGE Roxanne Fox Sarasota FL Kendrick Jenkins Lexington MA Jamie Wells Boston MA Kim Benjamin Atlanta GA
Some very interesting topics such as the cognitive science behind teamwor and how soft skills transfers into everything that we do -across all industries. An employee that knows how to work well in a team environment is a valuable commodity. In toda’s job market with Tech being at the forefront, soft skills are being demanded by businesses. Collaboration, teamwork and communication are some of the top skills sought by Managers today. See how these skills run across all of these articles. As always if you have any ideas or suggestions pass them along to Jim at jrmanke@associationsolutionsinc.com
Evelyn
ATA REP Ed Russo Worcester MA
EXECUTIVE DIRECTOR Jim Manke, Maple Grove MN
MANAGING EDITOR Evelyn Howard, Lafayette IN
STAFF CONTACTS
LAMA Objectives - TO PROMOTE THE DISSEMINATION OF IDEAS, EXPERIENCES, AND KNOWLEDGE - TO ACT AS A SPOKESPERSON - TO ENCOURAGE CONTINUED EDUCATION
Jim Manke, CAE Executive Director 763.235.6482
- TO ACTIVELY ASSIST IN THE TRAINING OF MANAGERS
Kathi Schlieff Senior Account Manager 763.235.6483
ADVERTISERS 10 38 4 29
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It’s hard to believe that Summer is here and we have a new president. In this issue I have chosen a mix of articles that address professional development, teamwork, facilitating training retention, collaborative agenda’s for Humanities & Social science and tranforming the operations of animal research facilities utilizing lean principies.
Amanda Coldwell Jupiter FL
ANCARE PHARMACAL PURINA LAB DIET VET EQUIP
from the editor
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This publication contains copyrighted material, the use of which has not always been specifically authorized by the copyright owner. Such material is made available to advance the understanding of ecological, political, economic, scientific, moral, ethical, personnel, and social justice issues. It is believed that this constitutes a “fair use” of any such copyrighted material as provided for in Section 107 of the US Copyright Law. In accordance with TItle 17 U.S.C. Section 107, this material is distributed without profit to those who have expressed a prior general interest in receiving similar information for research and educational purposes. If you wish to use copyrighted material for purposes of your own that go beyond “fair use”, you must obtain permission from the copyright owner.For more information concerning the LAMA Review, please contact Jim Manke at jrmanke@associationsolutionsinc.com.
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11 Transitioning to Management - Sara Goudarzi
14 Planning the Next Step in Your Career - Donna Kridelbaugh
17 How Effective is Teamwork Training on Teamwork? - Evelyn Howard
21 Checklist for Facilitating Training Hughes, Ashley M ; Zajac, Stephanie ; Spencer, Jacqueline M ; Salas, Eduardo
28 The Science of Teamwork - Dr. Peter Coleman, PHD
32 Developing a Collaborative Agenda for Humanities & Social Science-
39 Lean Principles Transform Design & Operations of Animal Research Facilities - Tracy Carbasho
LAMA Info 5 8 47
President’s Message - Chris Southern LAMA Group Files - Amy Ingraham LAMA Application
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President’s Message
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CHRIS SOUTHERN, PRESIDENT
Hello LAMA friends! I’d like to first thank you for allowing me to serve as the LAMA President for 2019-2020. I look forward to working closely with the ATA, LAMA board members, committees, and the Vice President, Amanda Coldwell, to create a successful and educational LAMA meeting. The annual meeting will be held in Scottsdale, AZ on April 20-23, 2020. Make sure to mark your calendars and save the date. I hope to see a full meeting of both LAMA members and vendors! This year’s meeting in Clearwater, FL was quite a success. Thanks to the Past President, Jennifer Volkmann, and the program committee for organizing and planning a great meeting. I personally loved Lisa Seacrest’s group exercise, “lost at sea.” If you learned anything from the exercise, it’s that you DO NOT want to be stranded at sea with Johnny Wilson or me! It’s a fun exercise to have with your staff; I have already shared it with my folks at BCM. Please join me in congratulating our new board members, Kim Benjamin, Roxanne Fox, and Jamie Wells. I appreciate your dedication to LAMA and willingness to volunteer your time. LAMA is always in need of volunteers, so please consider joining a committee or simply getting more involved with LAMA. Special thanks to Ryan Brooks for creating LAMA Facebook and Instagram pages. Like and follow them please. Cheers, Chris Southern LAMA President
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y to t i l i e ab words h t e o hav as int haring u e s yo ers? Do form id red by e p r i tran el insp th you i & fe dge w wle o n k
g n i e b f o t h g u ? r o o h t t i r d e E v r E o r e t i r W a
Photo by Emma Matthews on Unsplash
LAMA’s creative team could use you. We are not only looking for writers from the Laboratory Animal Management field, but also for someone that would be willing to serve as an editor. WRITER: If you can write presentations, technical reports and grants, then you can be a writer and share your knowledge on management styles, facility remodels, lab procedures, staffing, professional development, management development - share your experience with our readers. Write one article per year or one article for each issue - the choice is yours. EDITOR: responsible for choosing articles that will benefit our readers concerning a variety of topics and who better to know what type of articles our readers are looking for than one of our readers? If you are interested in either volunteer position please fill out our Google Form.
Benefits of Publishing Did you Submitting Article an article Guidelines know?
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In the Laboratory Animal community, publishing in a professional journal is an essential part of advancing your career. Submitting an article to the LAMA Review provides an opportunity to be published in a professional journal. This is a great opportunity to share your research knowledge and accomplishments. Imagine your journal impacting and influencing the laboratory animal management practices! The LAMA Review provides important information on industry’s advancements and developments to those involved in the Laboratory Animal field with emphasis in management. The LAMA Review is published electronically each quarter and combines short columns with longer feature articles. Each issue focuses on significant topics and relevant interest to ensure a well-rounded coverage on laboratory management matters.
Choose an interesting topic that has the potential to benefit the Laboratory Animal Management community. Write the article that you would like to see published in the journal. Be sure to include multiple sources to support your research and accurately cite references.
Submit your article to Review via email: jrmanke@ associationsolutionsinc.com The LAMA Review is the official journal of the Laboratory Animal Management Association, which is committed to publishing high quality, independently peerreviewed research and review material. The LAMA Review publishes ideas and concepts in an innovative format to provide premium information for Laboratory Animal Management in the public and private sectors which include government agencies. A key strength of the LAMA Review is its relationship with the Laboratory Animal Management community. By working closely with our members, listening to what they say, and always placing emphasis on quality. The Review is finding innovative solutions to management’s needs, by providing the necessary resources and tools for managers to succeed.
Submissions of articles are accepted from LAMA members, professional managers, and administrators of laboratory animal care and use. Submissions should generally range between 2,000 and 5,000 words. All submissions are subject to Editor- in-Chief’s review and are accepted for the following features of the LAMA Review: o Original Articles o Review Articles o Job Tips o Manager’s Forum o Problem Solving
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People You Should Know
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LAMA Writer
LAMA Group Files by Amy Ingraham Valeri Lansford
Facility: : Lab Supply Job Title: Sales Consultant
Years involved in animal science:
My involvement began with my first 4-H project and was centered around my first Appaloosa horse that my parents purchased for me. Know the month, date and year by heart. March 22nd, 1965.
What certifications do you hold? ALAT and LATG
How did you get involved with LAMA?
In 1993 accepted the Program for Animal Resources Manager position at the Texas A&M University HSC Institute of Bioscience and Technology in Houston, Texas. This same year I became a member of LAMA and was asked to step into the Local Arrangements Chair position in 1994 and to also plan and organize the Mid-Year Forum Meeting that was held in Houston. Additional appointments included one of the four Board of Directors (1995-1997), Foundation Committee Member (19941997), Mid-Year Meeting Silent Auction Committee Chair (1998), LAMA/ATA Annual Meeting Morning Session Moderator (2006) and through the Allied
Trade Association (ATA) Membership Co-Chair from 2013-2017.
What did you want to be when you were growing up?
My plan after graduating from high school was to attend Morven Park International Equestrian Institute in Virginia. Goal was to become a Riding Instructor, train under Harry de Leyer and then work towards becoming a member of the US Equestrian Team.
Did anyone inspire you?
Dr. Mary Bean. While employed at the LSU School of Veterinary Medicine I traveled to Galveston Texas to attend their Branch Meeting. I had the pleasure of meeting Mary and asked every question imaginable that related to Lab Animal Science. We became good friends and I continued to call her throughout the years with my questions, etc. She always had answers that I would implement within our facility that always seemed to work. Years past and one day she called me to get my input on an issue she was addressing within her facility. My answer stemmed around the knowledge I gained from her over the years due to her providing her thoughts, suggestions, etc., to me. That’s inspiring!
What are your current interests in animal science?
From a Sales perspective, how I can serve the Laboratory Animal Medicine industry as being a resource due to my many years in our field. I may not know all the answers to their questions but will do my best in providing the necessary info to assist in any way.
What is the one thing no one would know/guess about you?
I use one of my appliances that is in my kitchen in a different way than intended to be used. This one room I tried to omit when building my home and was due to not having or caring to have any skills when it comes to cooking. The appliance I am referring to is my dishwasher and has become my “go to” storage area when looking for batteries, screws, nuts and bolts, nails and a variety of other things that are needed very often in and around a farm.
Do you have any companion or farm animals?
Three Miniature (Appaloosa colored) Show Horses that hold State, Regional and World titles. All have different personalities and the three equal having one big horse.
a
arm K h t i
Val w Pat Sikes, MS
Institution: Charles River Labs Job Title: Senior Business Development Manager Years involved in animal science: 32 yrs. My first lab animals were wild caught Pallid bats.
What certifications do you hold? None. MS in Wildlife Science
How did you get involved with LAMA? I was asked by Dr. Marilyn
Brown to be the face of Charles River Labs in the presentation of the Charles River Medallion award given annually. The award is given by the LAMA awards committee and sponsored by the Charles River CHARTER program. I have given this prestigious award almost every year since 2004. I was further encouraged to get on the program by my involvement with ATA as Membership Co-Chair from 2013-2017. I have either invited a Charles River speaker or presented for several years. LAMA has a wonderfully supportive audience!
What did you want to be when you were growing up? I wanted to be a
marine biologist and study dolphins, until I discovered, as a freshman in
kes y S t Pa College that I get incredibly sea sick. I changed to wildlife biology to stay on land.
Did anyone inspire you? Several people - Dr. Betsy Browder asked me to present at TBAALAS in 1989 on the care of our captive bats. I was so welcomed by the group and won a presentation award. As a result, Dale Weiss suggested that I serve on the TBAALAS Awards committee. That started my path of service and volunteering with TBAALAS and I served in multiple capacities over the years. Dr. Steven Pakes was my friend, mentor and boss for many years. He taught me the importance of connecting with people. A simple oneline email to acknowledge someone or a hand written note can hold lasting meaning for people. He opened the doors to National AALAS to me in 1998 and ICLAS (International Council for Laboratory Animal Science) in 1999. I have served on several AALAS committees or councils and am currently an elected member of the AALAS Foundation Board. The people that he introduced me to continue to be part of my life in amazing ways! What are your current interests in animal science? As a sales person,
I try to make the world of biomedical research relevant and important to everyone I contact. I like giving presentations to everyone from animal
at Val & P facility directors to animal care takers and help them see that what they do is critical. Without the best animals on study and a compassionate staff committed to the best quality of care, the researchers cannot learn and move forward to help treat or cure diseases that affect humans, pets and livestock.
What is the one thing no one would know/guess about you? In
high school and college I was incredibly shy. My husband is a contagious flirt and I learned how to better interact with folks. Defending my MS thesis also helped when I realized that I knew more about my topic than anyone in the room, even my boss and mentor who were published experts in Ornithology.
Do you have any companion or farm animals? Not at this time.
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“I may not always use enrichment, But when I do, I use Nestlets. Stay Nesty my friends!” ~ The Most Interesting Technician In the World
PROFESSIONAL DEVELOPMENT
Transitioning
TO MANAGEMENT The challenges, pitfalls, and rewards By Sara Goudarzi
While the career trajectory of each person working in a laboratory is unique, most people on the technical side of the business begin as a bench technician or a scientist. Those who enjoy the analytical aspect of the work often remain in that position for many years, sometimes until they retire. But those who prefer to manage the day-today aspects of running a laboratory will move— after gaining sufficient experience, certifications, and training—to the managerial or supervisory ranks, where they will run a team or an entire lab. Such was the case for Bob Deutsch, president of AGVISE Laboratories, which provides agricultural testing services and has locations in North Dakota and Minnesota. “I was hired as a soil scientist to start a soil-testing laboratory for a company that was not even one-year-old,” he says. “As the
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lab grew, I took on more responsibility. When the founder of AGVISE sold the company as an ESOP [employee stock ownership plan] to the employees, I was named president.” AGVISE currently employs about 65 year-round staff members, including five lab managers and assistant lab managers, two corporate managers, and 35 full-time analysts. Deutsch is responsible both for conducting administrative duties and for troubleshooting issues as they arise. His dayto-day routine, however, varies with the seasons. “During the busy soil-testing season, I spend much of my day talking with clients and responding to emails,” Deutsch says. “During the off season, I help with computer programming and preparing price quotes.” It can be typical for a lab manager or president to deal with both administrative and technical issues.
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This is particularly true for smaller labs where each person, including the higher-ups, wears multiple hats. At Mission Mountain Laboratories (Arlee, MT) where there are just a handful of employees, president and CEO Kimberly Nuccio is very much involved in the daily aspects of running the lab. “I supervise the employees and manage the day-to-day operations,” she says. “They do all the analytical work, but I make sure that they get all the stuff they need and do their jobs.” Mission Mountain Laboratories is involved in water, soil, environmental, nutraceutical, dietary supplement (for label claims), and contaminant testing. The lab also tests food for pathogens (such as those from meat-packing plants) and has recently broken into medical marijuana testing, an area that is especially in demand given the state’s new regulations on cannabis.
From the ground up
Nuccio’s rise to the top was perhaps not typical of those transitioning to a managerial position. After graduating from college, she worked at the University of Montana conducting research for one of her professors. Soon after, she began a position with a dietary supplement company as a microbiologist. The company was not doing very well, so she went back to school and finished up her medical technology degree. Then she worked the night shift at a hospital as a medical technologist for several years. During that time, she also began a master of business administration (MBA) program. While working full time and going to school, At times, she she started receiving explains you cannot calls from potential sleep because you’re clients looking for water and meat-plant testing thinking about services, so she took tasks that need to minor jobs on the side. be undertaken or Soon, Nuccio rented a small space for $300 per things that require month and obtained attention. some new equipment so she could expand to test for heavy metals and perform high-performance liquid chromatography (HPLC) techniques.
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When Nuccio’s MBA program required her to write a business plan, she decided to draw one up for a laboratory. In 2002, she opened the doors to her lab, and in 2005 she incorporated as Mission Mountain Laboratories, essentially starting out as president. Now she runs the lab with her aunt, who is the vice president and works off-site but is involved with marketing and overseeing some technical aspects of the business.
Perks of being in management
Becoming a manager is a balancing act that requires a solid background of education and experience, and often involves marketing and knowledge of client relations. Even an individual who has all these qualities may opt not to take a managerial position, because although the job is exciting and comes with a multitude of perks, it can also have some downsides. “The responsibilities are huge, and I’m fully invested, so the way I look at things is different from somebody who’s [just] there for a job. As you move up, you have more responsibilities and you get paid more, but there are a lot more headaches,” says Nuccio. “You don’t just go home and forget about your job and do whatever you want.” At times, she explains, you cannot sleep because you’re thinking about tasks that need to be undertaken or things that require attention. The job can become a part of you. “Some people can handle the pressure of being in this position, and some people can’t,” she says. Those who would like to advance in a small lab such as Mission Mountain should be looking not just to grow themselves and their own careers, but to expand the business as well. Nuccio likes to give her employees such an opportunity by having them cross-train in every position. So at her lab, each person learns aspects of different departments and can perform a multitude of tasks, like heavy metals chemistry and HPLC work. This way, if and when her employees are ready to move up, they are sufficiently trained and understand every facet of the business. From being in charge to having more contact with clients, there are many reasons one would want to transition to management. The biggest benefit, according to Deutsch, is monetary. With the additional responsibility come larger compensation and perhaps
a stake in the organization. There is, however, “more stress and [the] possible loss of some friendships with coworkers,” he adds. To that end, it’s important for those who are looking to move up to ensure that the lifestyle suits their temperament and goals. Once they determine that moving up in the hierarchy is suitable, there are several time-proven steps to do so.
Transitioning to management
Education and experience are the minimum requirements for success in a lab, whether as an analyst or as a manager. Yet there are a multitude of other factors to consider when looking to climb the management ladder. “When we need to look at moving someone up to manager, I look for people with common sense and [an] ability to understand the big picture of our laboratory,” Deutsch says. “They have to be good workers, have multiple skills, and not spend all day in the break room. And we do not promote employees just because they have the most advanced degrees.” This process is currently exemplified in the naming of a new assistant lab manager for Deutsch’s lab: “This person is a good worker, has made an effort to learn how to run multiple instruments, has common sense, and gets thing done promptly and correctly.” Despite running a very small laboratory, Nuccio agrees that perseverance, taking initiative to learn new things, a desire to grow, and loyalty are essential to moving up. “We try to do what we can to help them, give them the training that they need, but there are many times when you have to take the initiative to learn on your own,” she explains. She also acknowledges that in a lab as small as hers, there isn’t a lot of room for someone to move into a position like hers, as a manager and president. Eventually, however, Nuccio would like to reduce some of her load, assuming that she could find the right person to take on a good portion of the management responsibilities. If someone did want to take a managerial position, he or she ought to think
about ways of expanding the business. “If I could get somebody groomed for the position, I would love to take a step back, but that just hasn’t happened,” she says. For those aspiring to management, Nuccio advises to just keep at it and do the work well. “I find that a lot of people get in the way of themselves and think [only] about what they need instead of what the company needs,” she says. “If the company does well, so do the employees—that usually gets passed down—so it’s taking initiative to do what you can to make the business grow and run efficiently and to make the jobs easier. Then [management] definitely will take notice.” Growing a lab’s business could mean looking for new revenues by marketing, attending trade shows, and making contacts—all of which open the door for potential work and new clients. And while it’s more difficult to move up in a small lab because there are fewer opportunities, in a larger lab like AGVISE, it might be harder to get noticed. In the end, it’s all about having the desire to move up and working toward an overarching goal of bettering the laboratory (be it large or small), the industry, and essentially, the underlying science. This article was fi rst published in Lab Manager Magazine, you can view the original article at: https://www.labmanager.com/leadership-and-staffing/2019/05/ transitioning-to-management#.XN2i3Y5KhEZ
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PROFESSIONAL DEVELOPMENT
Planning the Next Step in Your Career By Donna Kridelbaugh When you’re a lab manager, it can be challenging to find the time to work on your own career development.
From balancing company priorities to effectively mentoring staff, it’s easy to overlook your own needs in the process. And while we’d like to think employers have our best interests at heart, they ultimately will do what’s best for the company’s bottom line. That’s why it’s so important to always look out for your future career self. One strategy to help empower your career development is to adopt a contractor mindset. From this perspective, you will be able to continually evaluate career opportunities, identify ways to keep your skills relevant, and take a proactive approach to managing your career.
Adopting a contractor mind-set
Much can be learned from the work traits of an independent contractor. Contractors must take ownership of their own career development and stay abreast of the latest trends and required skills in their field or risk being unemployed. They know their self-worth and what unique services they can offer to clients. Additionally, they are always on the lookout for new opportunities and have the flexibility to quit and move on to a new contract if a project is not challenging or is in an unfavorable work environment. Thus, there is a lot of career autonomy that comes with shifting to a contractor mind-set. It will help you stay flexible and open to new career opportunities that come along. And during times of outsourcing and downsizing among the science and technology workforce, it allows you to easily identify alternative employment options (e.g., consulting) during any career-transition periods, instead of being left unemployed or taking a job that is less than desirable. And just as important, it will help you stay focused on your long-term career goals, because you are always strategically planning the next step in your career. Overall, thinking like a contractor will help you build the confidence you need to make your career interests a priority and advocate for the resources you need to do your job better. In taking this approach in evaluating your contributions as an individual employee, you will be able to focus on what value your skills and expertise add to the company and regularly communicate that to your supervisors. A couple of activities that will help you develop a contractor mind-set include assessing your career outlook and acquiring the skills needed for the future. Here are some tips on how to do both. In the end, your future career self will thank you for having invested the time now to set yourself up for career success.
Assessing your career outlook
In the long run, it pays to gain foresight into how the science and technology job market may change over time. Hiring trends fluctuate with workforce demands, technological advancements, and funding availability. Thus, lab managers need to stay on top of these trends to make good career decisions. Fortunately, there are freely available resources to help you regularly evaluate your position for growth potential or the possibility it may become obsolete in the future. In terms of forecasting workforce needs, the U.S. Department of Labor produces a number of useful online resources to track labor market trends. For example, the U.S. Bureau of Labor Statistics maintains the Occupational Outlook Handbook, which provides valuable insight on career outlooks (e.g., highest-paying and fastestgrowing jobs) across various industry sectors.1 Another approach is to research where people currently are finding jobs. A number of academic institutions, government agencies, and nonprofit coalitions publish reports related to the career outcomes of scientists (e.g., number of degrees awarded, workforce demographics). An example is the National Science Foundation’s Science & Engineering Indicators biennial report.2The National Institutes of Health provides similar reports related to the biomedical research workforce.3 Also, on its website, the nonprofit Future of Research curates a collection of resources related to U.S. institutional career outcomes.4 There also are multiple ways to find out who currently is hiring in your field. You can browse through science job boards to see what types of positions are being advertised. Recruiters are another good source of information, as they are in touch with employers’ staffing needs and the latest in hiring trends. You can reach out to recruiters directly by contacting recruiting agencies, on networking sites like LinkedIn, or at career fairs and other hiring events. Many recruiting agencies and individual recruiters also publish regular content on hiring topics. Another item that you may want to add to your research list includes trade publications for your specific industry, which often report on changing labor force trends and survey readers about employment factors (e.g., salary, job satisfaction). For example, check out the results from the latest Lab Manager Annual Salary and Employee
Satisfaction survey in this issue. Additionally, staying updated on R&D funding news (e.g., grant awards, capital investments) is a proactive way to find out where money is being funneled and thus where potential jobs may be in the future. This information can be found by following relevant companies, foundations, and government agencies on social media to stay apprised of the latest press releases and news related to funding announcements and recent awards. By taking a multilateral approach to assessing your career outlook, you will be better prepared to make smart career moves and avoid getting stuck on a career route that may be a dead end. This information also will help you determine what you need to do (e.g., acquire skills) to get there.
Acquiring the skills needed for the future As the science and technology workforce is constantly evolving, so are the qualifications required to fulfill the employment needs of the future. Thus, it’s important to continually do a personal skills analysis and identify any additional training you may need to acquire. Overall, the process simply involves asking yourself where you are now in your career development and what skills are needed to get you where you want to be.
One way to do this is to look at job postings for career paths of interest and review the list of qualifications for key knowledge, skills, and abilities required in that role. You can also conduct informational interviews with professionals who are working in positions of interest. These interviews are informal (e.g., meet for a cup of coffee) and include a casual conversation to find out more about what the person does, how they got there, and any suggestions they may have for making a similar career transition. Another method for skills identification is to attend trade shows and talk to vendors to stay updated on new technologies that may require additional training. Further, you can take a look internally to see what skills are missing in your own organization and work toward filling those gaps to improve your chances for career advancement and job security. Collectively, this information can be used to update an individual career-development plan and develop a strategy
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and timeline for skills acquisition. If you don’t have such a plan already or want to create one independent of your employment setting, there are a number of templates available online. One free online application is myIDP from Science Careers.5 Once you make a plan, the work begins to find training programs and other options that will fit your needs. First, look to see what employer-sponsored education benefits may be available through your current position. This may include in-house training programs
or tuition reimbursement programs. Additionally, there may be the option to rotate through other departments. Other ways to gain needed experience include volunteering for special projects or task forces at work. You likely will need to get manager buy-in to approve any training or time spent on other projects, so be prepared to show how it will benefit the company and tie in to any performance metrics, if possible.
Take a look internally to see what skills are missing in your own organization and work toward filling those gaps to improve your chances for career advancement and job security.
But if your employer won’t pay for training or you are looking to gain skills outside the scope of your current position for a career transition, you have lots of options that you can do on your own time and are affordable. For example, you may consider completing an education program that is designed for working professionals (e.g., competencybased curriculum) or industry-standard certifications offered through trade associations. There also are lots of quality online courses available through platforms like Coursera, and many provide the ability to create individualized programs and certificate options. Attending workshops at research conferences is another great way to learn new skills in a condensed format. For alternative funding sources to finance your conference attendance, look into options to volunteer (e.g., serving as a poster judge, writing conference abstracts) in exchange for having the registration fee waived. There may be travel grants available through your professional society memberships as well. Additionally, look for any virtual conferences being held, which reduces travel expenses, many of which are free. And it’s never too late to get more hands-on science training. For example, a number of research institutions, foundations, and government agencies offer career transition fellowships and development awards for scientists. As an example of such programs, check out the Harvard School of Public Health’s Office for Career Advancement website, which lists programs in the areas of public health and health care.6 References
1. http://www.bls.gov/ooh/ 2. http://www.nsf.gov/statistics/seind/ 3. https://researchtraining.nih.gov/dbrw/reports 4. http://futureofresearch.org/tracking-career-outcomes-at-institutions/ 5. http://myidp.sciencecareers.org/ 6. https://www.hsph.harvard.edu/career-services/students/fellowships/ This article was fi rst published in Lab Manager Magazine, you can view the original article at: https://www.labmanager.com/business-management/2018/08/planning-the-next-steps-in-yourcareer#.XN2jwI5KhEY
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Teamwork Training
How Effective is Teamwork Training on Teamwork? By Evelyn Howard
One wouldn’t think that teams need training on teamwork, after all, we are professionals and should be able to work well on a team. But that is not always the case, many teams fall short. So, what happens when the group of professionals with the expertise you need for a project can’t seem to get it together? Stage an intervention. A group of professionals from the School of Kinesiology and the Department of Educational & Counseling Psychology at the University of British Columbia and the Wilfrid Laurier University performed a study in 2016 on “The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions”[1]. The objective of this study was to systematically review and analyze teamwork interventions that were carried out solely to improve teamwork and team performance. The group’s literature search returned 16, 849 unique articles, out of that the team surveyed 51 articles with 72 unique interventions, 194 effect sizes, and 8439 participants using a random effects model. The research found a range of studies that documented the positive effect of teamwork interventions for improving effectiveness in several industries including; health care, military, aviation, and academia. Research showed improvements in a variety of teams, including new, intact and laboratorybased experiments teams. If your team isn’t functioning at the most effective levels, an intervention that trains them in how to work as a team may help achieve your lab’s objectives.
What is Teamwork?
The study categorizes the difference between task work and teamwork. Task work is defined as the core technical competencies within a given domain, while teamwork is the range of interactive and independent behavioral processes among team members that convert team inputs into outcomes.
Research indicates that how a team works together is positively related to important team variables including team performance, group cohesion, collective efficacy and member satisfaction. Although 29 frameworks related to teamwork have been published, many of them overlap. One important agreed upon factor is that teamwork consists of multiple observable and measurable behaviors. Most models focus on behaviors that regulate a team’s performance and keep a team together which corroborates Kurt Lewin, the father of group dynamics, originally proposed processes of locomotion and maintenance. Contained in the regulating team performance process, there are three sections of behaviors that occur including: • Before/In preparation for team task performance (Preparation) • During the execution of team performance (Execution) • Completing the team task (Reflection)
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The chart below outlines tasks that happen within each section of behavior[1]:
A team’s purpose is to produce something of value and eventually they will need to ask the question on whether they are performing well. Researchers not only wanted to assess the outcome of team performance but also if the training improved teamwork itself. Some of the methods that can be utilized for evaluating teamwork performance include considering the number of objectives produced by the team, self-reporting, and third-party assessments. When evaluating the teamwork training, ask precise questions to be effective in measuring whether the behavior was improved upon. After categorizing and analyzing all the literature, the researchers found that the interventions had positive and significant medium to large sized effects on team performance. Regarding sample characteristics, the interventions were shown to be effective at enhancing both teamwork & team performance in a variety of team contexts. Contexts included laboratory settings as well as health care, aviation, military and academia. An important finding showed that approximately 70% of adverse events in medical settings were not due to technical errors but was a result of breakdowns in teamwork. It is critical to ensure that medical teams are effective, as they impact the welfare of others. The results also showed that interventions worked well on new teams and intact teams, the new teams showing the largest improvement in performance.
It was shown that there were substantive positive effects on teamwork behaviors when team members engage in activities that require them to actively learn and practice teamwork. To be effective it is recommended that all four dimensions are targeted, as this had the largest impact on both teamwork behaviors and team performance. As an example, to improve communication do not merely target communication during the execution phase, but also during the preparation state such as setting goals and action plans for how communication can be improved, and during the reflection phase - monitor progress toward those goals, resolve problems that arise, and make adjustments. Interventions that targeted the interpersonal dynamics of a team also showed significant effects relating to team performance.
A team’s purpose is to produce something of value, eventually they will need to ask the question on whether they are performing well.
Now that teamwork has a visual – how can teamwork be trained?
Teamwork interventions consist of several training methods that target the regulation of team performance (i.e. preparation, execution, reflection) and management of maintenance (interpersonal dynamics). The researchers found that training interventions fall within one of four categories[1]:
Classroom- Lecture
Interactive Workshops
Simulation Training
Outside Team environment Lecture on importance of providing social support w/I the team Promote ways to manage interpersonal conflicts
Group Activities Discussions about team’s purposes and goals
Incorporate team reviews in-situ (where the
team actually performs its tasks)
Inside Team
Teams experientially enact various teamwork skills, such as interpersonal communication & coordination in an environment that mimics upcoming team tasks (e.g. Airline simulators or medical patient manikins)
Allows teams to monitor/ review their quality of teamwork on an ongoing basis Before - Team Briefs (create action plan) During – monitor team members actions After – team task execution
**Proven to be efficacious in previous studies
Which Type of Training Works?
The research shows that lecture was proven to be the least effective in having a positive effect on teamwork, whereas workshops, simulations and review type activities conducted in situ. It is suggested that teamwork training should incorporate experiential activities that provide participants a more active way of learning, as well as the ability to practice. Some various workshop-style exercises that include all team members could include[1]: • Working through case studies of how teams can improve teamwork • Watching and critiquing videos of teams displaying good and bad team behaviors • Discussing and setting teamwork related goals and action plans • Simulations of specific team tasks that the team will encounter (mock surgeries, airplane simulation, etc.) • Team members participation in team reviews/briefings before, during and after the execution of team tasks
Conclusively, the evidence showed that teamwork training is effective in helping new and intact teams perform better. The evidence was conclusive across a range of samples and using numerous interventions methods. Especially when the training included experiential activities for team members to be active in their learning and providing opportunities to learn about, practice and continually develop teamwork skills. Sources
1. McEwan D, Ruissen GR, Eys MA, Zumbo BD, Beauchamp MR (2017) The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions. PLoS ONE 12(1): e0169604. Doi:10.1371/journal. pone.016904
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TRAINING TRANSFER
A Checklist for: FACILITATING TRAINING TRANSFER IN ORGANIZATIONS Hughes, Ashley M ; Zajac, Stephanie ; Spencer, Jacqueline M ; Salas, Eduardo
Organizations leverage training as a means of improving the knowledge, skills, and attitudes of trainees; but, effective training requires that this learning is transferred from the training environment to the actual performance of the work (that is, training transfer). Unfortunately, despite billions of dollars invested in learning each year, the ‘transfer problem’ represents a persistent challenge for organizations who wish to reap the benefits of training in that trained skills are often not used on-the-job post-training. In order to address this issue, we have surveyed the existing research, identified practical considerations for maximizing training transfer, and organized them in the form of a checklist for those who design and deliver training. The checklist provides evidencebased, actionable guidance for practitioners before, during, and after training program implementation to increase utilization of trained knowledge and skills on the job.
Introduction
Training remains a high-priority investment for organizations (ASTD, 2015, 2016, 2017). The scientific community recognizes the need to optimize training, such that the science of training transfer (i.e. the use of training on the job) (e.g., Burke & Hutchins, 2007; Huang et al., 2015) improves performance and organizational results. However, the practical applicability of scientific evidence is met with concern (Baldwin et al., 2017) and the ‘transfer problem’ (i.e., the failure of trained skills to be used on the job) remains a significant issue. Therefore, actionable evidence for practitioners who design, implement, and evaluate training is necessary. Toward this end, we organized practitioner-oriented, evidence-based guidance into specific checklist items (see the Appendix). We target not only training design (i.e., components of the training program including instructional strategies, content, and diagnostic feedback) and trainees (i.e., attributes of individual trainees), but also factors of the work environment (i.e., facets of the job context where training is to be used) (Baldwin & Ford, 1988; Ford & Weissbein, 1997) vital to the success of a training transfer effort (Blume et al., 2010; Huang et al., 2015; Nijman et al., 2006). The checklist rationale and evidence informing these practices are discussed below in order of the anticipated training lifecycle events (i.e., before, during and after; Broad & Newstrom, 1992).
The transfer checklist Before training Align training with the facility’s objectives
Conduct a training needs analysis (TNA) across multiple levels of the organization (e.g., frontline employees, middle management, top management and executive team members) to align training needs and goals (Goldstein et al., 1991; Smith-Jentsch et al., 1996). This will determine which outcomes (i.e., individual, team, and organizational), personnel, and training content (i.e., knowledge, skills and attitudes [KSAs]) should be included in training (Goldstein et al., 1993; Salas et al., 2012). Further, a TNA informs the training purpose, goals and learning objectives, and links training to organizational priorities. In turn, training content derived from a TNA is more likely to be perceived as relevant to the job (i.e. aligned with individual, team and organizational goals), which motivates trainees, fostering greater retention and KSA transfer (Clarke & Voogel, 1985; Vroom, 1964). Additionally, TNAs assist the practitioner to identify economical yet effective training solutions (e.g., low-fidelity simulations). For more information on how to conduct a thorough needs analysis, please refer to Wexley and Latham (2002).
Ready the facility for training
The use or disuse of training depends in part upon the receptiveness of the environment in which trainees work (Thayer & Teachout, 1995; Tracey et al., 1995). The organization, including management and trainees,
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needs to be aware of training, understand its importance, and be prepared for training to commence. Therefore, the practitioner should: (1) notify organization’s management, including key leaders and stakeholders (Cromwell & Kolb, 2004; Yamnill & McLean, 2001), (2) clearly communicate the importance of the training and frame it appropriately (Awoniyi et al., 2002; Lim & Morris, 2006) to all (i.e. not just trainees), (3) support and reinforce training by creating open lines of communication (Grossman & Salas, 2011; Lim & Morris, 2006), (4) encourage trainees to set personal goal(s) for training (Salas et al., 2012), (5) schedule adequate manpower to cover trainees’ usual work to reduce workload and enhance cognitive resources available during training (Noe, 1986), (6) create training-related rewards (Cromwell & Kolb, 2004; Grossman & Salas, 2011) and (7) work with trainees to identify resources necessary for adequate positive reinforcement of use of trained KSAs (Grossman & Salas, 2011; Skinner, 1953).
Ready trainees to attend training
Select qualified trainees based on previous educational experiences, discipline, or profession (Noe, 1986). Meaningful selection of trainees conveys a message of the trainings’ importance to career development, enhancing trainee motivation to attend and engage in the program (Sankey, 2013). Toward this end, reviewing the training needs, purposes, goals and learning objectives from the TNA helps determine who should attend training.
Transfer of Training Checklist A practitioner’s Guide to Facilitate use of Training on-the-job Organizations spend billions of dollars on training each year with little return on these investments. Many trained skills are lost just 2 months after training is completed. This checklist offers a scientifically grounded method for helping organizations transfer trained skills back to the work environment.
Attendance should be framed as an opportunity (Burke & Hutchins, 2007). Further, practitioners should motivate trainees by emphasizing the training’s anticipated benefits (e.g. improvement of work processes) for improving performance on-the-job (Colquitt et al., 2000; Meyer et al., 2007). Finally, managers should communicate negative consequences (e.g., reprimands or write-ups) associated with sub-optimal use of trained KSAs post-training (Ford & Weissbein, 1997).
Facilitate a climate which encourages learning
Organizational leaders must collaborate with practitioners to foster a learning climate. Dedicating time (and opportunities) to use the newly learned skills post-training (Appelbaum et al., 2007) reduces trainee workload and refreshes use of KSAs (Berk, 2008). Further, facilitating shared expectations through awareness of incentive programs among staff can improve motivation (Awoniyi et al., 2002) and a sense of accountability (Burke & Saks, 2009; Grossman & BurkeSmalley, 2017) for using trained KSAs. Finally, establishing open communication lines between training developers, trainees, and management remains critical. Practitioners should aim for bilateral partnership with frontline employees to incorporate suggestions and act as a liaison between top management and middle management.
Instructions for using the transfer of training checklist Purpose
The purpose of this checklist is to provide specific guidance, based on the science of training, on how to best transfer the knowledge, skills and attitudes (KSAs) learned in training back to the work environment. To do this, practitioners must focus on the organizational environment, elements in the training program, and those who are about to/have been trained.
Who can use the checklist?
The checklist is intended to provide training practitioners with evidence-based guidance from the literature to assist in developing and implementing a successful training program.
When to use the checklist?
The checklist is divided into three distinct times at which it should be administered: before, during, and after training.
Before
The ‘before’ training checklist is designed to administer prior to commencement of the training program. More specifically, it is recommended to administer this checklist at least 1 month prior to the scheduled training in order to address items answered as ‘No’ on the checklist. This should be used to determine if the intended training program will meet the organizational issues identified in the needs assessment.
During training Assess training design for appropriateness of content and delivery
Piloting the training with a single department or subset of trainees is highly encouraged. Pilot testing identifies areas for improvement in the training program prior to its widespread implementation. However, certain design features are evidenced to increase transfer. First, several practice sessions should be built in throughout, during which errors are encouraged so that trainees learn to anticipate what might go wrong and how to take corrective action and mitigate negative consequences (Keith & Frese, 2008; Zapp, 2001). Next, individual and team debriefs should immediately follow these practice sessions to provide constructive feedback, areas of strength, and weaknesses for improvement (Tannenbaum & Cerasoli, 2013). When simulation and technologybased training are used, psychological fidelity (i.e., the degree to which relevant psychological constructs and processes are elicited) should be considered (Kozlowski & DeShon, 2004). Finally, incorporating diagnostic feedback opportunities (Weaver et al., 2010) based on performance in training can accelerate acquisition and optimize training transfer (Issenberg et al., 2005). We encourage training facilitators to use feedback that is specific, actionable, behavior-focused, and non-
punitive to correct mistakes (see Kluger & DeNisi, 1996 for guidance).
Use training to create a trainee mindset conducive to motivation and learning
Training must build trainee confidence, motivation, and willingness to participate, all of which improve learning outcomes (Mathieu et al., 1992). Participants should have time to discuss/share ideas and ask questions to
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After
During
The ‘after’ training checklist should be administered at multiple times post-training. As many trained KSAs are lost within just a few months after completion of a training program, it is important not to delay administration of the third and final checklist for training transfer. We recommend the checklist be administered at (1) 3-8 weeks after completion of training and at (2) any other desired time intervals to test for retention of KSAs. Most checklist items have multiple choice answers (i.e. Yes, No or N/A), with a few items which are fill in the blank response(s). Each checklist should take approximately 1015 minutes to complete. After completing the checklists, items as ‘No’ should be reviewed and addressed to ensure optimal training transfer is achieved
The ‘during’ training checklist addresses content of the training program that would impact the effectiveness of transfer back to the work environment (e.g. are trainees provided the opportunity to ask questions during training?). This checklist is ideally completed during trial runs of the training program’s implementation and during conduction of the resulting training program.
adapt the training content to real-world situations (Kazbour et al., 2013). Active participation is key (Zapp, 2001); this should include opportunities to demonstrate the trained KSAs in a safe and non-judgmental learning environment. In this way, trainees should be encouraged to seek out assistance and ask for clarification when needed (Broad, 2005; Edmondson, 1999). Further, errors made during training should be viewed as growth opportunities (Huang et al., 2015; Hughes et al., 2016). Error-encouragement framing can influence a trainee’s learning orientation (Bell & Kozlowski, 2008), or focus and effort toward learning the material (Farr et al., 1993). In turn, this can improve training motivation and self-efficacy (Chiaburu & Marinova, 2005; Colquitt & Simmering, 1998) as well as recognition and management of errors on the job (Grossman & Salas, 2011).
After training Enact plans to support use of the trained skills
Organizations must apply the support systems established before training by enacting/enforcing policies, procedures,
as well as a period for reflection and planning for future issues in relation to the trained skills. Management and trainees should be held accountable for their goals/use of skills. Finally, the use of new training approaches, such as just-in-time or refresher training and coaching, may provide support when it is most needed.
Set goals and provide feedback on progress
and rewards which incentive use of the training (Burke et al., 2013; Kuhl, 1992; Sweller, 1988). Reduction of workload for trainees should be targeted (e.g. through adequate staffing, empowerment of managers to allocate time to meet with trainees) such that each trainee is given ample opportunities to apply the learned knowledge and skills once they return to their position (Broad & Newstrom, 1992; Holton et al., 2003). Managers should continue to debrief with trainees often, including both positive and negative examples of behavior
Trainees should be encouraged to set goals, both proximal and distal, related to their use of trained skills on the job (Grossman & Salas, 2011). Feedback, both formal (e.g. performance appraisal) and informal (e.g. peer to peer assistance), can assist in creating awareness of performance levels in relation to trainee set goals. Peertopeer mentorship and coaching on the use of the skills has been shown to increase transfer of training and can be given through feedback and coaching of the learned knowledge and skills (Lim & Johnson, 2002). Finally, management should support trainees such that trainees feel comfortable discussing concerns, issues and ideas, particularly in relation to the use of training; similarly, trainees should know when and how to contact the practitioner should management require support. In this way, use of training and feedback on
the trained skills can be performed in a psychologically safe environment, which promotes feedback effectiveness (Kluger & De Nisi, 1996).
Assess training effectiveness criteria including training transfer Multi-level evaluations that go beyond trainee reactions help determine training effectiveness (e.g., evaluation of learning, transfer and results; Arthur et al., 2003; Hughes et al., 2016; Sitzmann et al., 2008). Specifically, the criteria measured in the training evaluation should correspond to the training needs identified prior to training through the TNA (Burrow & Berardinelli, 2003); this should strive to reveal portions of the training that need to be adapted (Arthur et al., 2003).
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Update the training program as needed
An important consideration is whether training satisfies the goals and objectives of the organization (as identified prior to training). Program evaluation helps match organizational goals to training design (Gould et al., 2004). Training evaluation criteria should consider the scope (i.e., changes due to training can only be expected in departments where training occurred) and timeframe of the program’s implementation (i.e., distal organizational outcomes such as ROI may take longer to realize and have smaller improvements; De Wit et al., 2012). We encourage practitioners to re-examine the design and dissemination of training in light of training evaluation results. Should training fall short on the desired goals, examination of learning and transfer, the support processes in place, and learning retention may help determine alterations to design or content so that training can achieve desired results.
Conclusions
Practitioners play an important role in creating and executing transfer strategies and interfacing with employees across organizational levels (e.g., top management to frontline staff ). Organizations can apply the checklist(s) to implement and adapt training program(s) and to optimize transfer. ‘The challenge is not how to build a bigger and more influential transfer support system; it is how to make transfer a more integral part of the existing organizational climate’ (Blume et al., 2010, p. 1096).
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Conflict Resolution Steve Baker
Pam Straeter works for Children’s Hospital of Philadelphia (CHOP) as Assistant Director of Husbandry and Operations for the Dept. of Veterinary Resources. Prior to coming to CHOP, she held positions in operations management & compliance within the pharmaceutical and nonprofit arenas. With over 20 years’ experience in the research environment, Pam has served on various committees to include the Institutional Animal Care and Use and Institutional Biosafety Committees as well as participated in efforts to include design and renovation projects for various therapeutic research areas, successful global corporate quality assurance audits, AAALAC International site visits. She has a Master of Science in Management, is a Registered Laboratory Animal Technologist, Certified Manager of Animal Resources, Certified Professional IACUC Administrator and a graduate of the ILAM. In the past, she has served in several leadership positions within the AALAS Foundation and LAMA. Pam currently serves as the National AALAS District 2 Board of Trustee, AALAS Foundation Board of Director and Past President for the Delaware Valley Branch of AALAS.
Accountability & Decision Making
As Senior Director of Global Operations for Comparative Medicine (CM) at Pfizer Inc, Steve is responsible for strategic management of all business functions, including operational metrics, resource planning, equipment planning and capital budget forecasting and oversight. Steve has 20+ years of experience in managing laboratory animal facility operations. He served as Director of Operations in Comparative Medicine at Genzyme/Sanofi and Vice President of Business and Organizational Development for Innovive, Inc before taking on his current role with Pfizer. In addition to his experiences and certifications in the field of laboratory animal science, he enjoys helping others develop their leadership potential. He is a certified Somatic Leadership Coach and Executive Leadership Coach.
Energy Management
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Purposeful Leadership: Laboratory Animal Management Association Instructors To be an effective manager, individuals should lead with purpose. When managers are mindful of how they show up, they do the work to master several core competencies. In this interactive fast paced three-hour cumulative management series, we will look at several of these key competencies:
• Accountability & Decision Making • Conflict Resolution • Energy Management Excellent communication skills and decision-making capabilities play a critical role in defining a manager’s success. To be an effective leader one needs to know how to hold oneself accountable and have the skills to hold others accountable. Leaders who exhibit strong accountability are hardworking and well intentioned. They meet their performance goals, develop their teams, hire top talent, coach their employees, communicate clearly, optimize performance, and succeed in all aspects of the business. During this section of the session, your facilitator will remind you of the importance of exhibiting confidence when deciding and how to hold yourself and others accountable during the process. They will share a few tips of the trade to change how you manage this competency. Each day brings new challenges. Often those challenges stir up controversy and conflict. How do managers continue to move forward during times of adversary? This section of the course will take learnings from the previous section and provide specific examples to support attendee’s growth in this area. Through role plays and discussions individually, you will have the opportunity to learn new tactics for resolving conflict. To further build on a leader’s success, beyond communication, is the ability to focus inward- accountability of oneself. Individuals with this higher level of self-awareness manage their energy. In this section of the course, the focus will turn inward, and we will look at the individual and how we manage (or mismanage) our own energy. By exploring the four dimensions of energy (Physical, Emotional, Spiritual, and Mental) we will heighten our self-awareness and introduce new rituals and tools, which if adopted, could reduce stress, increase mindfulness and help bring balance.
We look forward to partnering with attendees during this 3-hour block on Purposeful Leadership. Discussions to include: accountability & decision making, conflict resolution, and energy management (raising one’s self-awareness). This course is brought to you by Laboratory Animal Management Association (LAMA). For more information about this partnering organization please visit: www.lama-online.org
TEAMWORK
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The Science of Teamwork Five Actionable Lessons from the Lab
Lesson 1: The Set Up – Initial Conditions Matter Most
Research on how teams evolve over time has taught us one important thing – their beginnings matter most. That means that two teams with very similar starting conditions can end up with completely different levels of functioning and outcomes due to very slight differences in how they begin. Scientists call this a sensitivity to initial conditions.
PETER T. COLEMAN. PH.D.
For example, researchers studying strategy teams at IBM found that the emotional climate established by teams in the first few minutes of their encounters tended to persist and become very resistant to change. Others have found that the personalities and values of organizational founders – like Henry Ford, George Eastman of Kodak and Anita Roddick of Body Shop – often have a significant effect on the organization’s culture – even decades later – long after they are gone. So beginnings matter for teams.
Thirty-two years ago, our world experienced the worst nuclear disaster in human history at a nuclear power plant in the Soviet Union called Chernobyl. This was bad—a Level 7 event, with several times more radioactivity than the US unleashed bombing Japan in WWII. 120,000 people were evacuated. For 9 days, winds carried toxic dust clouds across Central and Southern Europe. It had an estimated death toll of 4-10,000 lives. Five million people still live on heavily contaminated lands today. What most people don’t know is that the team of engineers at the helm in Chernobyl that day was the best of the best. They were a highly experienced, respected, awardwinning team. And yet they unintentionally
brought on unprecedented destruction. Now, no one team member made any egregious mistakes. But how they functioned or malfunctioned as a team caused the disaster. In other words, the best possible team failed fantastically.
How is that possible?! Fortunately, over a century of systematic research on groups and teams have yielded a host of valuable insights on what makes for more and less effective teams. Of course, is there is way too much info to cover in a blog post. So for now, I have cherry-picked the top 5 most actionable insights from decades of research on teams.
Now there are a variety of technical reasons for this – positive feedback loops and self-organizing processes – but essentially these early conditions create an environment that is more supportive of actions and behaviors that are consistent with how they started – and so they self-perpetuate and eventually amplify small differences between groups. The point is that the remaining conditions I will now specify are best introduced in the beginning of a launch a new team – or at some new transition point in the life of a team – as they help set the course for a particular journey for the team.
Lesson 2: Cooperation Rules
Google recently conducted an elaborate multi-year study on team productivity – run by their People Operations Department – called Project Aristotle. Hundreds of teams were studied and assessed on multiple dimensions to identify the secrets of their most highly functioning teams. At first they thought that they might be able to identify an algorithm for combining the best mix of types of individuals that make up great teams. They couldn’t. Eventually they identified one condition that mattered
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the most to team functioning – how teammates treated one another – particularly something referred to as psychological safety. This is defined as a ‘‘shared belief held by members of a team that the team is safe for interpersonal risk-taking’’ and ‘‘will not embarrass, reject or punish someone for speaking up.’’ So higher levels of psychological safety helps teams to thrive. However, establishing psychological safety in a team is hard to do. You can tell people to respect each other and listen more and be sensitive to how their colleagues feel. But the kinds of people who work at Google are often the ones who became software engineers because they wanted to avoid talking about feelings in the first place. Fortunately, decades of research suggest that one condition matters most for promoting psychological safety – cooperative goals. At our center at Columbia – the Morton Deutsch International Center for Cooperation and Conflict Resolution – we have learned from decades of research that introducing cooperative tasks, rewards and goals to teams is critical to establishing psychological safety and better productivity – particularly when teams work in a highly competitive environment. They also promote more trust, better communication, more sharing of resources, and more liking of team members. And yes, this is exactly what Mr. Rogers’ Neighborhood, Sesame Street, and our kindergarten teachers told us for years: Cooperation rules!
Lesson 3: Conflict and Difference are Essential
However – and this is an important caveat – too much cooperation can actually be dysfunctional for teams and can lead to groupthink and inertia and sub-optimization – where the goals of the team start to supersede those of the organization. This is part of what happened in Chernobyl. They were so confident in their team that they got cocky, broke the rules and no one spoke up. So effective functioning teams also need conflict – where differences of opinions, ideas, values, cultures, thinking, experiences – clash with one another. Now conflict has a bad reputation in teams and organizations – because it can mess things up completely. And it makes most of us crazy anxious. BUT – under the right conditions – conflict can provide the energy
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and motivation necessary to do things better. Think of it - without conflict we don’t learn – we are not forced to think carefully, or creatively or to innovate – or enact social reforms. So the question is not whether conflict is good or bad for teams – it is whether it is managed so that we can channel its energies effectively. And guess what is the primary condition that leads to that? Cooperative relations!
Why? Lesson 4: Teams are Emotional.
Because teams are made up of emotional people! And conflicts both trigger emotions and are processed through our emotions. Research on conflict in marriages, business teams and communities shows that feelings of positivityand negativity in our relationships “pool” over time – creating emotional reservoirs that can either provide a buffer in difficult times, or a land mine. If there is enough positivity – rapport, trust, liking, friendships – in a team, then the members are more likely to be able to learn from their conflicts and make important adjustments. Without these emotional buffers – the sting of negative encounters overwhelms us and drags our team down. BUT teams also need conflict to learn and grow and make good decisions. So what matters most is the ratio of positivity-to-negativity that has built up in teams. Does your group have a sufficiently positive emotional bank account? The most high-functioning business teams have a ratio of about 3.5:1 positive to negative encounters. Marriages need closer to 5:1. These emotions have also been shown to have a strong physiological effect on us. In fact, team bonding has been found to release the brain chemical oxytocin in humans, which is also linked to experiences of empathy, generosity and orgasm.
Lesson 5: Adapt with Integrity
I should probably end on orgasm, but I want to share one other finding on teams. Charles Darwin reportedly said, “It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is most adaptable to change.”
It is a truism that teams that fail to adapt to important changes in their host environment will perish. There is ample evidence of this. Facebook is facing this challenge today. However, one of the other important findings of the Google study is the vital importance of meaningful, impactful work to team functioning. In the highestperforming teams, members feel that they are working on something that is personally important to them and that their work matters. Makes sense, right?
Peter T. Coleman, Ph.D., is a professor of psychology and education at Columbia University. In Print: The Five Percent: Finding Solutions to Seemingly Impossible Conflicts Online:
The Five Percent Book
Reprinted with permissions.
However these two basic team functions of adapting to changing circumstances and maintaining a sense of integrity in our work often are at odds with one another – and either extreme of being too responsive to change or too stuck in a high-minded ideology can lead to a team’s demise. This, I suggest, is what we are witnessing in the extreme partisan politics in Washington today. We are seeing either politicians that change their minds daily because of shifts in the polls, or rigid, dogmatic ideologues that are ignoring critical changes in our world. The good news is that America has many of the conditions for effective team functioning: Our founders set the initial conditions for rule of law, civil discourse and effective problem solving. • Our constitution begins with the premise that we are united in our quest to form a more perfect union – a pure cooperative goal • Our motto E Pluribus Unum (out of many, one) emphasizes that our diversity, our difference, is our best source of strength • And despite the high levels of animosity many of us currently hold for members of the other team (Fox News vs. MSNBC), we do have a long history of compassion and unity that we can build on. •
The challenge for Americans today is to find a way to respond to the current divisive trends that still allows us to maintain a sense of genuine integrity. That is how Team USA will survive and flourish.
“Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results.” --Andrew Carnegie
2019 | LAMA L JUNE ABO RA T O RREVIEW| Y O P P32 E R Awww.lama-online.org TIONS
Developing a Collaborative Agenda for Humanities and Social Research on Laboratory Animal Science and Welfare Abstract
Improving laboratory animal science and welfare requires both new scientific research and insights from research in the humanities and social sciences. Whilst scientific research provides evidence to replace, reduce and refine procedures involving laboratory animals (the ‘3Rs’), work in the humanities and social sciences can help understand the social, economic and cultural processes that enhance or impede humane ways of knowing and working with laboratory animals. However, communication across these disciplinary perspectives is currently limited, and they design research programmes, generate results, engage users, and seek to influence policy in different ways. To facilitate dialogue and future research at this interface, we convened an interdisciplinary group of 45 life scientists, social scientists, humanities scholars, non-governmental organisations and policymakers to generate a collaborative research agenda. This drew on methods employed by other agenda-setting exercises in science policy, using a collaborative and deliberative approach for the identification of research priorities. Participants were recruited from across the community, invited to submit research questions and vote on their priorities. They then met at an interactive workshop in the UK, discussed all 136 questions submitted, and collectively defined the 30 most important issues for the group. The output is a collaborative future agenda for research in the humanities and social sciences on laboratory animal science and welfare. The questions indicate a demand for new research in the humanities and social sciences to inform emerging discussions and priorities on the governance and practice of laboratory animal research, including on issues around: international harmonisation, openness and public engagement, ‘cultures of care’, harm-benefit analysis and the future of the 3Rs. The process outlined below underlines the value of interdisciplinary exchange for improving communication across different research cultures and identifies ways of enhancing the effectiveness of future research at the interface between the humanities, social sciences, science and science policy. Citation: Davies GF, Greenhough BJ, Hobson-West P, Kirk RGW, Applebee K, Bellingan LC, et al. (2016) Developing a Collaborative Agenda for Humanities and Social Scientific Research on Laboratory Animal Science and Welfare. PLoS ONE 11(7): e0158791. https://doi. org/10.1371/journal.pone.0158791 Editor: I Anna S. Olsson, Universidade do Porto Instituto de Biologia Molecular e Celular, PORTUGAL Received: March 3, 2016; Accepted: June 22, 2016; Published: July 18, 2016
Authors Gail F. Davies , Beth J Greenhough, Pru HobsonWest, Robert G. W. Kirk, Ken Applebee, Laura C. Bellingan, Manuel Berdoy, Henry Buller, Helen J. Cassaday, Keith Davies, Daniela Diefenbacher, Tone Druglitrø, Maria Paula Escobar, Carrie Friese, Kathrin Herrmann, Amy Hinterberger, Wendy J. Jarrett, Kimberley Jayne, Adam M. Johnson, Elizabeth R. Johnson, Timm Konold, Matthew C. Leach, Sabina Leonelli, David I. Lewis, Elliot J. Lilley, Emma R. Longridge, Carmen M. McLeod, Mara Miele, Nicole C. Nelson, Elisabeth H. Ormandy, Helen Pallett, Lonneke Poort, Pandora Pound, Edmund Ramsden, Emma Roe, Helen Scalway, Astrid Schrader, Chris J. Scotton, Cheryl L. Scudamore, Jane A. Smith, Lucy Whitfield, Sarah Wolfensohn
Copyright: © 2016 Davies et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability: All relevant data are within the paper and its Supporting Information files. Funding: This study was funded by a Small Grant in Society and Ethics for GFD from the Wellcome Trust (104339/Z/14/Z) http://www.wellcome.ac.uk/Funding/index.htm. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Competing interests: The authors have declared that no competing interests exist.
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Introduction A recent editorial in Nature makes the case that social, economic and cultural issues should be taken into account in the initial framing of research agendas as these factors are critical to the subsequent take-up of scientific developments [1]. The potential social, economic and cultural issues informing laboratory animal science and welfare are significant and complex. We review these below before outlining the methods and outcomes of a collaborative process for developing a future agenda for humanities and social scientific research on laboratory animal science and welfare. This process and resulting agenda aim to develop the capacity for future collaborative research involving the humanities and social sciences, to address these important issues and contribute to their inclusion in the framing of future research agendas in this field. The use of animals in biomedical research continues to be an area of public and scientific debate. The broad social acceptability of laboratory animal research, as suggested in opinion polls in the UK [2], depends upon a tacit social contract between citizens, scientists and the state. Whilst individuals may oppose laboratory animal research, its continued social acceptability can be evidenced through these polls. Yet, they also indicate the conditionality of public support, showing how responses vary according to the extent to which there are no alternatives, minimisation of harms to animals, and benefits for human and/or animal health. This variability demonstrates the importance of assurances, assumed or demanded by different groups of the public, that the governance of research and practices of science can match these expectations. Relations between state, science and social trust are thus crucial to the social acceptability of laboratory animal research; yet, they are also contested and changeable [3–4]. Ideas about socially acceptable experimental practices involving laboratory animals have changed over time in response to changes within science and across society [5–8]. They also vary over space; evident in the recent European Citizens’ Initiative to ‘Stop Vivisection’ [9]. As the organisation of laboratory animal research becomes increasing transnational [10–11], with growing imperatives for translational benefits [12– 14], and developing demands for transparency [15–18], the social relations underpinning support for laboratory animal research cannot simply be assumed. On the contrary, they should be taken into account in the framing of future research. Social factors are also relevant to the policy interventions and internal practices of laboratory animal science and welfare. Social, economic and localized institutional factors influence the ability of those working within laboratory animal research and care to respond to new forms of regulation, ethical assessment, data practices and animal welfare science [19]. A growing number of policy processes are seeking to balance developments in biomedical research with considerations of animal welfare, for example through the international promotion of ethical review, harm-benefit analysis, application of the principles of the 3Rs (Replacement, Reduction and Refinement) [20] and the ARRIVE guidelines on reporting animal research [21–22]. Yet, these initiatives vary internationally and are often uneven or ambiguous in application [23–26], suggesting that culture has an important role to play. There are also efforts to extend care through international veterinary training [27], and harmonise regulations through policy review [28]; once again, these have to contend with and accommodate local differences in practice and social context. Furthermore, debates on reproducibility and bias, relevant to the benefits of laboratory animal research, indicate how individual, institutional and commercial pressures on scientists may influence the selection of data and presentation of results [29–33]. Given the importance of these and other social factors in shaping laboratory animal science and welfare, we propose a crucial role for humanities and social science research in developing evidence to understand the influence of social, economic, and cultural factors within the practices of laboratory animal science, as well as in the wider public.
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This paper describes a collaborative process designed to create a shared research agenda for defining and prioritizing interdisciplinary questions around the social, economic and cultural dimensions to laboratory animal science and welfare. The process sought to define questions amenable to study by the concepts and methods of the humanities and social sciences and identify areas where scientists and other stakeholders agreed that innovative interdisciplinary approaches could be most productively applied. The process builds on recent experiments in the development of collaborative research agendas, which were pioneered in conservation biology and ecology [34–35], and have been extended to include research questions at the science-policy interface [36–37] and elsewhere [38]. Many of these have become both widely cited and generative of new research projects in their respective fields. As such, collaborative processes have been shown to contribute to capacity building for interdisciplinary enquiry by improving mutual understanding and trust between different research communities, especially at the interfaces of science and policy. This experiment in extending these processes to the development of a collaborative agenda for humanities and social scientific research on laboratory science and welfare confirms the value of framing research questions collaboratively through open dialogue and communication.
The process was organised and facilitated by a small team of humanities and social science scholars. This group has experience of researching the social, historical and cultural dimensions to laboratory animal science and welfare [3, 17, 19, 39–45], and had previously collaborated in establishing the Laboratory Animals in the Social Sciences and Humanities (LASSH) network in 2014 [46]. These prior activities were an important precursor to building the relations, trust and networks for collaborative work. The organisers were also guided by past research on deliberative processes in controversial areas of science [47–48] and made explicit commitments to participants that the process would be inclusive, collaborative, deliberative and transparent. Inclusivity meant being aware of and open to the diversity of potentially relevant stakeholder perspectives, in recruitment and communication with participants. To facilitate a collaborative approach, the process sought to open-up established framings of the issues by a mix of methods: treating all submitted research questions anonymously, then allowing participants to refine questions through face-toface deliberation and the exchange of reasons with others at the workshop. Transparency was maintained by informing participants of all stages of the process and in all iterations of the development and prioritization of research questions, via email and at the workshop.
Methods
The participants in this agenda-setting exercise were recruited through purposeful or theoretical sampling, rather than representative sampling. The aim is thus to maximise diversity in terms of the range of perspectives on laboratory animal science and welfare. The overall process involved 45 participants, with 35 attending the workshop, and incorporated a range of expertise from the humanities, social sciences, biological research, animal welfare science, science policy-makers, animal advocacy groups and other stakeholders (see author list). Around one third of those present were current personal licence holders, permitting them to carry out licensed procedures on animals under the UK’s Animals (Scientific Procedures) Act 1986, although a larger number had past experience of using animals in biomedical research. Each participant was encouraged to consult their colleagues and peers in generating the initial list of questions. Five participants reported running preworkshops or discussion fora in their institutions. Around 100 individuals were involved in producing an initial list of questions, emailed to the organisers, indicating their proposed ideas for new interdisciplinary research on laboratory animal science and welfare.
The optimum process for structuring the production of a collaborative research agenda differs according to the aims of the study, the scope of the field and the scale of the enquiry [38]. The process used in this research had four main aims: to define a collaborative agenda for humanities and social scientific research on laboratory animal science and welfare, to enhance communication and understanding between disciplines, to develop relationships important for knowledge transfer and impact, and to increase research capacity within the social science and humanities. It followed prior methods in adopting a four-stage process consisting of the recruitment of participants, the generation of questions, the agreement of priorities (through discussion and voting), and the collective drafting of outcomes. At each stage, the process made explicit commitments to openness and inclusivity, in order to develop an honest and constructive dialogue between different perspectives in a field often characterised by polarized opinions. Previous initiatives on much broader topics have produced lists of up to 100 questions [34–38]. Our goal of producing 30 questions therefore reflects the more specific nature of the animal research topic, as well as our practical desire to maximise discussion within the time available. The methodology is outlined below; a more detailed explanation of every step used in this process is provided in S1 File.
The collated list of 136 questions was circulated to all participants, via email, for an initial round of voting on priorities. Participants then met at an interactive day workshop in London. This enabled participants to discuss and decide on the final agenda together, through a mix
of small group discussions and plenary sessions. Small group discussions enabled the clarification of issues and the redefinition of questions, so they could be met by research in collaboration with the humanities and social sciences. The closing plenary involved discussion to prioritise these questions into a future agenda for new research on laboratory animal science and welfare. The final editing and grouping of questions took place over email. This resulted in a collaborative research agenda comprising 30 priority questions, grouped into four thematic categories to aid communication and application. No attempt was made to rank the final list of priority questions. This exercise was considered and approved by the Geography Discipline Ethics panel for the grant holder, Gail Davies, at the University of Exeter. Other than protection of personal data, the research was not felt to raise significant ethical issues. All those participating in the submission and final definition of questions provided written consent to participate in the study. The workshop organisers, Davies, Greenhough, Hobson-West and Kirk, led on the production of the paper. All participants, by virtue of their contribution to generating, defining and prioritizing questions in the workshop, and via email, were invited to become authors of the paper.
Results The collaborative research agenda for humanities and social scientific research on laboratory animal science and welfare is presented below. The research questions produced reflect the considerable and collective efforts of all participants. Each question provides the starting point for developing future innovative research in the social sciences and humanities responsive to, and in dialogue with, the needs of the animal research and welfare community.
Changing Contexts in Science and Policy 1. How are moves towards open science, data accessibility and greater transparency influencing research design and practices in laboratory animal research? 2. In what contexts do the practices and governance of animal research become responsive to change (e.g. in the context of new technologies and emerging risks), and how can these inform the development of better regulation? 3. What are the drivers for, and implications of, international circulations of expertise in relation to changing national practices and policies of laboratory animal science? 4. How does, and could, attending to animal welfare generate different forms of value (e.g. research innovations, economic opportunities, social acceptability) for different groups? 5. How is the credibility of animal models and non-animal
alternatives constructed, decided upon and challenged in different contexts? 6. What factors (e.g. scientific, animal welfare, economic, political) influence the sourcing, breeding and transportation of animals in laboratory animal research and use? 7. In what ways have legislative categories that offer enhanced protection to some species over others, shaped and been shaped by attitudes to and uses of animals in research? 8. How do species categories and characteristics get used and amended as indicators of sentience within animal research and care practices?
Cultures of Animal Care 9. How can a culture of care be defined, what does it look like in institutions where it is functioning well, and what factors enable or constrain its development? 10. How, and with what implications, does the practice and understanding of a culture of care differ according to personal, professional, institutional and other contexts? 11. How can animal care staff and other individuals be supported or empowered to improve good welfare practices and policy, and what are the institutional and other barriers to realising this? 12. What is the significance of emotional labour, and the potential for processes of de/sensitization, for developing a culture of care and sustaining animal care as a profession? 13. How can innovations in practices of care be fostered within and across local, national and international contexts? 14. How do recruitment strategies and motivations for entering the animal care profession impact upon a culture of care? 15. How do the emotional, embodied and affective relations between animals and people shape animal research and care practices?
Public Attitudes and Engagement 16. Where are the opportunities for greater and meaningful public and stakeholder engagement in the policy and practices of animal research? 17. What, and in what contexts, do different publics want to know about animal research? 18. How do peoples’ life experiences and other factors (e.g. profession, religion, health, pet-keeping) influence attitudes and behaviours around animal research? 19. What factors influence the construction of trust around animal research in diverse publics? 20. What is the influence of primary, secondary and tertiary education on people’s attitudes to the use of animals in
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education and research? 21. How do understandings of animal experience and personal motivation influence public attitudes towards the use of animals in research and how does this compare to other sectors (e.g. agriculture)?
Ethical Review and Replacement, Reduction and Refinement (3Rs) in Animal Research 22. How do harm-benefit assessments of proposed animal research involve the contributions from different roles, knowledges and ethical positions, and how are these resolved in practice? 23. How is the promissory discourse around the translation of animal research to humans influencing practitioner, policy-maker and public understandings of harm-benefit analysis? 24. What are the consequences for laboratory animals, researchers and animal care staff of the new EU requirement to record the actual (as opposed to predicted) severity of procedures? 25. How do harm-benefits assessments vary according to the use of animals for different permissible purposes (e.g. basic research, treatment of disease, animal welfare, species preservation)? 26. What factors shape the format, content and communication of decision-making in the ethical review of animal research in different contexts? 27. In what ways have the 3Rs been taken up and interpreted in different national contexts? 28. What factors influence the way researchers in different types of organisations implement and use the 3Rs? 29. How do different stakeholders define, use, and prioritise the 3Rs, in both rhetoric and reality? 30. To what extent are the 3Rs still fit for purpose and in what ways might they need to be superseded or supplemented?
Discussion The final research agenda is a collective summation of current questions regarding the social, economic and cultural aspects of laboratory animal research and policy. We propose that this new agenda demonstrates the common ground on which future collaborative research can be developed. It can be used to ensure time and resources are directed to those issues commanding interest across the humanities and social sciences and where new research can make significant difference to laboratory policy and practice. We recognise there are barriers, especially in funding for interdisciplinary research in an increasingly competitive research environment. However, we suggest the collaborative derivation of this research agenda highlights the scientific,
social and political value of this area of research, with topics closely aligned to funder priorities. For example, the UK’s BBSRC has recently established a collaborative network to foster the best in animal welfare research which involves social science and humanities scholars. Other examples of work which tie in to the agenda we describe here including work on data-driven biology and the 3Rs (BBSRC), the bioeconomy (Horizon 2010), big data and health innovation (ESRC). Together, these initiatives confirm the value of multidisciplinary conversations which are increasingly central to research [49]. As we now discuss, the four themes listed above provide a broad framework for formulating research priorities and new programmes of research. First, there is an important set of questions which reflect the changing international landscapes of animal research. Research priorities here include understanding how international changes in biological research, open data and open access, legislation on the sourcing and use of animals, and understandings of sentience may alter the regulation and practice of animal research. Second, there are questions around the different aspects of a ‘culture of care’. The establishment and maintenance of a culture of care within institutions is now the explicit focus of regulation, training and compliance in the UK and EU. The research questions here suggest recognition of the growing importance of this concept, and reflect participant uncertainties around how it might be identified, understood and enacted across research and regulation. Thirdly, there is a recurrent interest in the ways different publics come to understand, trust and hold different attitudes towards animal research. These questions require consideration of changing cultural and social contexts, as well as the changing science and regulation of laboratory animal science and welfare. Finally, there is renewed attention and evaluation of the ethical framework underpinning animal research governance, including the principles of 3Rs (replacement, reduction and refinement) described by Russell and Burch’s [20]. Conceived in the 1950s, and coming to prominence from the 1990s, the 3Rs are now widely recognised as providing a framework for minimizing suffering within laboratory animal practice. Yet, there are challenges in their implementation, and questions about their continued applicability. There is also recognition that there are aspects of ethical review that exceed the 3Rs, such as good reporting, reproducibility and robust experimental design [50], and also questions about the assumptions involved in harm-benefit assessment, which are all open to further interdisciplinary enquiry. The derivation of this research agenda through communication across the humanities, social and laboratory animal sciences demonstrates the potential for developing collaborative responses to these questions. It also acts as further validation of this collaborative method was has
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previously been used in other fields [34–38]. Crucially in our case, there was a clear commitment from the spectrum of participants to ways of working which were open-minded, transparent and accountable. Meeting face-to-face, and over time, helps build communities of trust across different disciplines and perspectives. This is crucially important given animal research often involves entrenched positions. It also helped create a safe space where, for example, junior technicians spoke openly in the presence of management and policy makers. The combination of individuals and interests in this exercise allowed questions to emerge in novel ways, supported by evidence from practitioners and enriched by interdisciplinary exchange. This ensured no one discipline dominated the final framing of questions, and that questions have both relevance for the scientific community and significance for researchers within the humanities and social sciences.
to fully understand the increasingly globalized contexts of many of the questions. Contribution from historians and humanities scholars also highlighted how relations between laboratory animal science, animal welfare and the governance of research have changed over time. These conversations were similarly enriched by personal accounts from those with long careers in animal research and welfare. Current research policies and practices have histories that are important for understanding the circumstances in which they emerged, their present operation and future development. Some research questions inquire into particular aspects of history, but again there is an opportunity to add a temporal dimension to other aspects of this agenda. Throughout, this attention to comparison foregrounds the interactions between regulatory frameworks, policy processes and the implementation of practice, which are often absent from individual ethnographic accounts of animal care.
Yet, the disciplines involved in this process do have specialised languages reflecting the concepts and practices important to them [51–52]. There are differences across and within the sciences, social sciences and humanities. The involvement of laboratory animal scientists and other practitioners was essential for framing questions with the potential to gain traction with stakeholders. The involvement of these participants meant others could clarify their understandings of key terms, roles and concepts in laboratory animal science at an early stage. Yet, some ambiguities could not be removed from the final questions. For example, a good ‘culture of care’ is now a key objective in the regulation of laboratory animal research in and beyond the UK [53]. Yet, the term has wider meanings in clinical contexts [54], in relation to care ethics [55], or in relation to other concepts such as emotional labour [56]. We have left certain terms in italics to indicate their potential variability. However, we have not sought to remove these ambiguities as they could be productive—in signalling adaptability and opening up useful conversations—or a challenge—in indicating an inconsistency which is an obstacle to communication. Both are significant points for further research. In addition, and across all questions, technical discussion explored whether questions were addressed to research on whole organisms, or research using animal tissues. We would encourage future users of this agenda to identify and draw out these differences when relevant.
The emergence of new research ideas through this process strengthens studies suggesting humanities and social science scholars can make important contributions by facilitating reflection on scientific practices within, as well as outside of, the scientific community [57–59]. This approach to science does not seek to undermine the value of scientific knowledge, but to recognise its plurality in practice and identify the contextual factors which influence how different ways of knowing and working with animals emerge as dominant in different times and places [60]. It also emphasizes the need to foster dialogue about the diversity of practices across sites, to help identify and share best practice, and to understand what enables or constrains multi-disciplinary communication and collaboration, without collapsing one discipline into another.
The involvement of representatives from anthropology, geography, history and sociology foregrounds an interest in social and spatial variations in laboratory animal practices. This was also evident in practitioner enquiries into international and other differences, their causes and implications for laboratory animal science and welfare. Some geographical issues are explicit in the final set of research priorities, but going forward we would emphasize the need for empirical studies across laboratories and across countries
The ongoing nature of social, economic and cultural change means it is unlikely there will be a simple or final answer to the research questions generated in this collaborative agenda-setting process. For experimental scientists, working to generate data and reduce uncertainty, the open and reflexive nature of questioning and explanation in the humanities and social sciences can be challenging. Nevertheless, this was not the dominant experience in this exercise. The collaborative process and publication demonstrates the shared commitment to communication and research across disciplinary divides. By staging a structured conversation to generate research questions together, this process has deepened interdisciplinary understandings and demonstrated future capacity for careful collaborative enquiry.
Conclusions To recap the Nature editorial with which we opened, we would agree we ‘need to support a capacity to understand society that is as deep as […] our capacity to understand
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the science’ in the area of laboratory animal science and welfare [1]. To achieve this, we need to generate and prioritise research questions that effectively get to the heart of the social and ethical issues, and adequately address the dilemmas and challenges faced by laboratory animal stakeholders. The authors consider that the questions resulting from this interdisciplinary process do have significant merit in functioning as a credible research and funding agenda going forward. This agenda should therefore encourage future empirical research projects which demonstrate the social, economic and cultural interactions that influence responses to new scientific research and regulation, within and outside of the scientific community. Indeed, the questions identified in this collaboration are already being used by some of the authors to develop novel research proposals and deepen relationships for shared enquiry. We therefore predict that future social science research will be able to provide greater understanding of how biomedical research, using animals, succeeds or fails to become credible with the public. Policy relevant work could complement welfare science agendas focusing on the experience of the animal by identifying the international and local infrastructures that influence the adoption of particular practices. Humanities research can contribute to recognising
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the communicative, embodied and empathetic practices that underpin a ‘culture of care’ and connect the day-to-day work of laboratory animal research and welfare with the welfare of staff and researchers. More broadly, interdisciplinary agendasetting processes of the kind described in the present paper can help secure advances in our understanding of contested areas of scientific and technological practice.
FACILITY MANAGEMENT
Acknowledgments This project was organised as an activity of the Laboratory Animals in the Social Sciences and Humanities (LASSH) network (http://labanimalstudies.net/). Thanks to Friends House, London, for hosting this event. We would like to thank William J. Sutherland for formative conversations in the development of this process and recognise the generous contribution of time from all participants. Author Contributions Conceived and designed the experiments: GFD BJG PHW RGWK EHO. Performed the experiments: GFD BJG PHW RGWK EHO. Analyzed the data: GFD BJG PHW RGWK EHO. Contributed reagents/materials/analysis tools: GFD BJG PHW RGWK EHO. Wrote the paper: GFD BJG PHW RGWK EHO. Contribution of data: GFS BJG PHW RGWK EHO KA LCB MB HB HJC KD DD TD MPE CF KH AH WJJ KJ AMJ ERJ TK MCL SL DIL EJL ERL CMM MM NCN HP LP PP ER ER HS AS CJS CLS JAS LW SW.
Transform Design and Operation of Animal Research Facilities
(Article References continued on Page 44)
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Lean Principles Approach Eliminates Waste, Lowers Costs, Enhances Efficiency, and Increases Flexibility
Text by Tracy Carbasho Using the Lean continuous improvement process to increase efficiency and productivity is seen frequently in the manufacturing and automotive sectors, but less often in animal research facilities. Those who have used Lean to overhaul animal facilities say there is a lack of understanding in the industry about how this methodology can drastically boost efficiency, lower operating costs, decrease waste, improve sustainability, enhance program flexibility, increase capacity, and lower space requirements. “I don’t think people at senior levels within organizations understand that animal facilities are process facilities,” says Chris Cosgrove, CEO of The ElmCos Group Ltd., a British Columbia-based company that provides consulting services to the lab animal industry. “If they were building a manufacturing plant, they would be asking for help from somebody at GM, Ford, or Toyota, but they don’t think about Lean with animal facilities. We are just now bringing this thinking into animal facility operations and design. This is an industry ripe for disruption.” Cosgrove stresses that animal facilities are not like other labs, but are process facilities similar to factories, with specialized equipment, processing items, and a flow of people, materials, and animals. He suggests consulting Lean experts prior to the programming phase of a renovation or construction project to ensure the vivarium will deliver value. Embracing Lean early and applying it to existing facilities could help identify efficiencies that may influence program requirements and decisions about
whether to build new, renovate, or simply modify existing operational models. “We need to start thinking about introducing processes into how we lay out spaces,” says Cosgrove. “When we create designs for spaces, they should be dynamic layouts, not static layouts. That way, when you open a building, you won’t have to develop operational workarounds to deal with issues that should have been addressed in design by taking the processes into account.” Using a dynamic layout enables planners to visualize and simulate how tasks and processes will be completed when the facility is operating, and how much space is needed to perform procedures, rather than creating static models that show the placement of equipment and furniture when the space is unoccupied with no inclusion of the flow of people, processes, and animals. Building on this concept, simulation software can be used to animate processes to assist with the optimization process.
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A process-driven design with dynamic layouts can show the distance people travel when performing tasks, and reveal ways to minimize the time and motion required to complete the task.
University of Houston Optimizes Processes and Facilities with Lean
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storage.” Items can only be placed in the designated storage areas if they are labeled, and it is now easier to locate materials. Hallways are free of clutter, and all machinery is equipped with a visual work procedure, outlining the instructions for operating the machine.
The University of Houston used a process-driven Lean approach to clean and organize its animal care facilities, and continues to apply the principles to prioritize tasks, reduce waste, control inventory, enhance processes, improve productivity, maximize space utilization, and leverage employees’ full potential.
The university achieved inventory control—an essential part of Lean management—by purchasing red bins and dedicating each one to a disposable item. Each bin has a sticker indicating the location of storage, and the product information required to accurately reorder, store, and access the item. A vendor replenishes the items when necessary.
Planners in the university’s animal care department embarked on Lean by using the 5S methodology of sorting, setting in order, shining, standardizing, and sustaining to organize the vivarium and properly allocate space. They started by sorting every item, so they would know precisely what they have, and then they set each item in the location where it would be used to minimize the amount of walking needed to retrieve it.
“This replaced the entire ordering system; now we order only the items consumed rather than buying in bulk, storing, and reordering when the stock is presumed to be too low,” says Brammer. “We moved from bulk ordering and storing to a steady state inventory that replenishes at the consumption rate. The variation between what we were ordering and what we actually needed dropped from 37 percent to 5 percent.”
Shining means ensuring every item is functional, and if it does not work, it is repaired or replaced. Standardizing equates to using the same biosafety cabinets, the same disinfectant agent, and other materials and equipment throughout the facility. Employees are trained using the same equipment and cleaning methods, so they can function throughout the facility, and keeping items organized becomes part of their work routine. It is easy to sustain a clutter-free, functional work environment when the 5S methodology is part of the culture.
Organizing materials and controlling inventory enabled the university to move into two 25,000-sf animal facilities with less than 100 sf required for storage of disposable items in each facility. Cage processing is also more efficient, with cages being processed today and stored with mice in them for use tomorrow, rather than preparing numerous cages in case they are needed.
“When we started, there were 28 animal rooms and everything was lost, misplaced, or just random,” says David W. Brammer, executive director and chief veterinarian of Animal Care Operations at the university. “We had an overabundance of oxygen tanks, storage containers, cardboard, and cages.” The cultural transformation at the university began with the 5S program and slowly transformed the workplace into an orderly and efficient animal facility. The changed culture can now be summarized with a sign that states, “No location, no label, no
Lean Impact on Employees One goal of Lean management is to improve an organization’s overall operations by eliminating eight types of waste: •
Over-producing more products than required
•
Unnecessary motion of people or information that does not add value
•
Not utilizing the full potential of employees
•
Waiting for someone, information, materials, or an event
to happen
everyone to contribute.
•
Transporting materials, equipment, or information more than necessary
•
Defects caused by errors and subsequent need for rework
•
Over-processing more than required where a simple approach would have been sufficient
Maximizing efficiency may require employees to work differently in order to meet both quality and quantity of work expectations. Each technician was taking between 80 and 120 minutes to change 100 mouse cages. Using a dual-side change-out system, which requires more floor space, enables two technicians to work together to change the same 100 mouse cages in 45 minutes.
•
Accumulating information, parts, or materials in excess of what is needed to complete the expected production goal.
The University of Houston also documented all of the daily tasks completed by employees, determined what items they were spending the most time on, and prioritized the actions that should receive the most attention. The tasks were prioritized based on effort. “A lot of people have misplaced priorities, and they end up solving problems that don’t have any influence on their entire process,” says Brammer. “This is related to the 80/20 rule. You should spend your time making 80 percent of your effort more efficient, rather than spending time solving an issue that takes only a small amount of the effort. It is likely that five or six items consume 80 percent of the effort with the rest of the items only consuming 20 percent of the work. The best practice is to ignore the many items that consume only 20 percent of the work.” The University defined 38 tasks that are done in a rodent animal facility and determined that employees deal with the animals only about 15 percent of the time. The bulk of the time is spent doing other tasks, such as cleaning and moving things. Employees are hired from other industries and do not always have experience working with animals. One employee previously worked in a restaurant and understands the importance of efficiency. Brammer welcomes ideas from employees about how processes or spaces can be improved as part of a bottom-up management approach that encourages
Using Lean often requires organizations to validate or disprove employees’ assumptions about how they might be impacted by a change. Cosgrove, whose company did not work on the University of Houston Lean implementation project, recalls one client that was considering changing from a bottom-only cage changing process to a complete cage change system. Employees assumed the new system would not work, but had no factual information to support their opinion. The client conducted a study to test the assumption while using various configurations of fixed or mobile hoods for both cage changing systems. A reusable feeder was added as a variable. Additional steps were required with the complete cage changing system, but reusing the feeder reduced the workload. The complete system requires less workspace and smaller hoods, and is better for preventing cross contamination. Overall, addressing the employees’ assumptions through a data-driven Lean approach enabled the organization to move forward with its project.
Why Animal Facilities Are Ready for Lean Lean represents a culture change, which typically is implemented in incremental steps to obtain stakeholder input and buy-in. Brammer and Cosgrove say the animal research industry is ready for Lean innovation, because the current business model is outdated, the funding system is inequitable, there is a high degree of technological change, and there are too many complex and expensive regulatory reporting requirements that waste time and money.
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and compliance to regulations; enable human resources efforts to be redirected to more value-added services; optimize space utilization; use data to advance best practices; and facilitate the optimum research by collecting data within the home cage instead of transferring animals to test cages. “If you have a Lean culture, you will be well prepared to deal with these issues going forward,” says Cosgrove.
“There’s hesitation to change because of the fear of the unknown, but going through these Lean processes helps you feel more comfortable with trying new things,” says Cosgrove. “For an industry as cutting-edge as researchers who are developing new platforms and new technologies, we don’t change much in terms of how we build and operate our animal facilities.” A high degree of technological change is occurring in animal facilities. For example, artificial intelligence is evident in smart buildings, smart processes and equipment, and specialized research platforms. Digitizing the animal environment will be the next major technological advance and part of the Fourth Industrial Revolution, according to Cosgrove. Digitization will inform technicians when a cage needs changing; communicate with suppliers about the inventory of cages, feed, bedding and other supplies; facilitate better inventory management; monitor the welfare of the animals
The Vivarium Operational Excellence Network (VOEN), an international organization that looks at benchmark processes, provides resources regarding Lean management tools and principles in animal facilities. While Lean principles are the same in every industry, the VOEN provides industry-specific information to make it easier to apply this method of continuous improvement to animal facilities.
© Copyright Tradeline, Inc. 2018. Reprinted with permission, all rights reserved. TradelineInc.com is a registered product of Tradeline, Inc., a provider of leading-edge resources to facilities planning and management through conferences, publications, and the Internet community. Visit www.TradelineInc.com for more information. Source URL: https://www.tradelineinc.com/reports/2019-3/ lean-principles-transform-design-and-operation-animal-research-facilities
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A Checklist for:Facilitating Training Transfer in Organizations References Appelbaum, S. H., Iaconi, G. D. and Matousek, A. (2007) ‘Positive and negative deviant workplace behaviors: causes, impacts, and solutions’, Corporate Governance: The International Journal of Business in Society, 7, 5, 586–98. Arthur, W., Bennett, W., Edens, P. S. and Bell, S. T. (2003) ‘Effectiveness of training in organizations: a meta-analysis of design and evaluation features’, Journal of Applied Psychology, 88, 234–45. ASTD. (2015; 2016; 2017), State of the Industry: ASTD’s Annual Review of Trends in Workplace Learning and Performance (Alexandria, VA: ASTD). Awoniyi, E. A., Griego, O. V. and Morgan, G. A. (2002), ‘Person-environment fit and transfer of training’, International Journal of Training and Development, 6, 1, 25–35. Baldwin, T. T. and Ford, J. K. (1988), ‘Training transfer: a review and directions for future research’, Personnel Psychology, 41, 1, 63–105. Baldwin, T. T., Ford, K. J. and Blume, B. D. (2017), ‘The state of transfer of training research: Moving toward more consumer-centric inquiry’, Human Resource Development Quarterly,28, 1, 17–28. Bell, B. S. and Kozlowski, S. W. (2008), ‘Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability’, Journal of Applied Psychology, 93, 2, 296–316. Berk, J. (2008), ‘The manager’s responsibility for employee learning’, Chief Learning Officer, 7, 7, 46–8. Blume, B. D., Ford, J. K., Bladwin, T. T. and Huang, J. L. (2010), ‘Transfer of training: a meta-analytic review’, Journal of Management, 36, 1065–105. Broad, M. L. (2005), Beyond Transfer of Training: Engaging Systems to Improve Performance (San Francisco, CA: Pfeiffer). Broad, M. L. and Newstrom, J. W. (1992), Transfer of Training: Action-Packed Strategies to Ensure High Payoff from Training Investments (New York, NY: AddisonWesley Publishing Company). Burke, L. A. and Hutchins, H. M. (2007), ‘Training transfer: an integrative literature review’, Human Resource Development Review, 6, 263–97. Burke, L. A. and Saks, A. M. (2009), ‘Accountability in training transfer: adapting Schlenker’s model of responsibility to a persistent but solvable problem’, Human Resource Development Review, 8, 3, 382–402. Burke, L. A., Hutchins, H. M. and Saks, A. M. (2013), ‘Best Practices in Training Transfer’, in M. A. Paulidi (ed.), Psychology for Business Success (Santa Barbara, CA: Praeger), pp. 115–32. Burrow, J. and Berardinelli, P. (2003), ‘Systematic performance improvement-refining the space between learning and results’, Journal of Workplace Learning, 15, 1,
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